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dc.contributor.authorSusan M Kilonzo, Jodi R Sandfort, Helen K Liu
dc.date.accessioned2020-08-24T10:45:48Z
dc.date.available2020-08-24T10:45:48Z
dc.date.issued2016-09-01
dc.identifier.urihttps://repository.maseno.ac.ke/handle/123456789/2308
dc.description.abstractThis article describes the development and implementation of multimedia learning objects to improve the relevance of public affairs education in three national contexts: Kenya, the United States, and China (Hong Kong). We explore how written cases have evolved into a new generation of multimedia learning materials that provide context-specific information to hone public affairs students’ critical thinking and pragmatic social skills. Then, drawing upon our experiences, we describe the particular pedagogical strategies used to ensure that the materials can be effective resources in creating dynamic classrooms within each context. In this way, this article introduces themes relevant to understanding how open-access learning objects interact with particular contexts, suggesting new avenues for practice and research in public affairs education.en_US
dc.publisherTaylor & Francisen_US
dc.subjectLearning objects, technology enhanced learning, public affairs, active learningen_US
dc.titleUsing multimedia learning objects in public affairs classrooms: Global experiences with Hubert Project e-cases and e-studiesen_US
dc.typeArticleen_US


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